What can the same–different task tell us about the development of magnitude representations?

We examined the development of magnitude representations in children (Exp 1: kindergartners, first-, second- and sixth graders, Exp 2: kindergartners, first-, second- and third graders) using a numerical same–different task with symbolic (i.e. digits) and non-symbolic (i.e. arrays of dots) stimuli. We investigated whether judgments in a same–different task with digits are based upon the numerical value or upon the physical similarity of the digits. In addition, we investigated whether the numerical distance effect decreases with increasing age. Finally, we examined whether the performance in this task is related to general mathematics achievement. Our results reveal that a same–different task with digits is not an appropriate task to study magnitude representations, because already late kindergarteners base their responses on the physical similarity instead of the numerical value of the digits. When decisions cannot be made on the basis of physical similarity, a similar numerical distance effect is present over all age groups. This suggests that the magnitude representation is stable from late kindergarten onwards. The size of the numerical distance effect was not related to mathematical achievement. However, children with a poorer mathematics achievement score seemed to have more difficulties to link a symbol with its corresponding magnitude.

► We studied the development of magnitude representations with the same-different task.
► Responses were based on the physical similarity when the stimuli were digits.
► The size of the distance effects did not change over development.
► The size of the distance effects were not related to mathematics achievement.
► Children with poorer math scores had more problems to link a digit with its quantity.